Cyberbullying Research in Transition: An Updated Tertiary Synthesis (2021–2025)

Abstract Cyberbullying (CB) remains a significant and evolving social and psychological concern in the digital age. Although research in this area is expanding rapidly, the fast-paced nature of technological change and online interaction demands continuous and updated synthesis of evidence. Several tertiary studies have examined the phenomenon; however, ongoing developments in technology, social media use, and prevention strategies require renewed consolidation of findings. Our previous tertiary review synthesized secondary research published up to November 2020. The present study extends that work by incorporating systematic reviews published between 2021 and 2025, thereby offering a timely and comprehensive update of the field. Using the same methodological framework as the earlier review, 35 secondary studies were analyzed to ensure consistency and comparability. This updated synthesis integrates evidence across key domains, including prevalence, psychological and behavioral effects, risk and protective factors, intervention approaches, automated detection techniques, and contextual variations. Findings indicate notable progress in school- and family-based interventions, advancements in technology-driven detection systems, and a growing emphasis on cross-national and culturally diverse perspectives. Nevertheless, persistent challenges remain, particularly the lack of definitional consensus and the continued absence of standardized and reliable measurement instruments. By identifying emerging trends and unresolved gaps, this updated tertiary review aims to inform future research agendas, strengthen evidence-based practice, and support policy development in addressing cyberbullying more effectively.